| dc.description.abstract | This study aims to analyze the communication model applied by teachers in guiding visually impaired students to achieve academic success at SLB A Karya Murni. The research employs a qualitative approach grounded in the constructivist paradigm, utilizing theories of interpersonal communication, educational communication, and symbolic interactionism. A descriptive qualitative method was used, involving in- depth interviews, observation, and documentation. The findings reveal that interpersonal communication is built through five key indicators: openness, empathy, supportive attitude, positive attitude, and equality. The verbal communication used by teachers includes oral expressions such as giving directions, motivation, appreciation, and reprimands, as well as written communication through Braille, written feedback on students' strengths and weaknesses, and shared poetry. In addition to verbal communication, teachers also use nonverbal communication, including kinesic messages such as patting students' heads as a form of appreciation, guiding hands when giving instructions, stomping feet to encourage enthusiasm; proxemic messages when accompanying students in competitions; artifactual messages through the use of facilities, song materials, and poetry; and paralinguistic messages through heightened intonation to motivate and energize students. Communication barriers identified include students' reserved nature and lack of initiative in responding to messages. This study proposes a new model, the KIEA Communication Model (Openness, Emotional Bond, Empathy, and Positive Affirmation). This model consists of four main components: openness, emotional bonding, empathy, and positive affirmation. | en_US |
